Thesis

Students’ experiences of target grade use as an extrinsic motivational tool

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Awarding institution
  • University of Strathclyde
Date of award
  • 2026
Thesis identifier
  • T18100
Person Identifier (Local)
  • 202055526
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Department, School or Faculty
Abstract
  • Target grade use is a common practice in secondary schools in England, with the goal of providing an extrinsic motivational tool ahead of high-stakes assessments at the end of Key Stage 4, whereby students should aim to meet their target grade in each curriculum subject’s assessment(s). This is the case despite a notable paucity of academic research to support their use. The overarching aim of this study, using Self-Determination Theory (SDT) as a theoretical basis, was to examine students’ experiences of target grade use as an extrinsic motivational tool. In the 2022-2023 academic year, this mixed methods study collected data from students (N=499) using the Self-Regulation Questionnaire – Academic (SRQ-A) psychometric test and a series of focus groups. Through analysis in R, relative autonomy index (RAI) and target grade affinity index (TGAI) and motivation types were calculated from the quantitative data generated. Inferential statistics including linear regression, Spearman’s rank correlation and the Shapiro-Wilk test were employed, while changes across the academic year were evaluated using the Stuart-Maxwell test and paired-samples 𝑡-tests. The focus groups were analysed using thematic analysis. The study found a weak but statistically significant relationship between students’ motivation due to target grades and their overall academic motivation, and no relationship with motivation due to target grade use and their actual target grades. Students’ attempts to set their own benchmarks to aim for was found to be a more common motivator than target grades, demonstrating students’ efforts to introduce more academic autonomy by taking a pragmatic view of their education. The general ambivalence found toward target grade use means that this study introduces an opportunity to further examine whether target grade use is an appropriate method to support students’ academic motivation and attainment.
Advisor / supervisor
  • Kirk, David, 1958-
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